<h3>背景分析</h3><h3> 根據(jù)教育部考試中心《考試說明》，完形填空考查學(xué)生在閱讀理解的基礎(chǔ)上運(yùn)用詞匯知識的能力。在一篇約250詞的短文中留出20個空白，要求考生從每題所給的4個選項(xiàng)中選出最佳選項(xiàng)，使補(bǔ)足后的短文意思通順，前后連貫，結(jié)構(gòu)完整。通過對完形填空考察目標(biāo)的解讀，筆者認(rèn)為完形填空需要兩種能力的培養(yǎng)，即詞匯知識+語篇解讀。詞匯需要日復(fù)一日的積累，在科學(xué)方法的指導(dǎo)下，學(xué)生自身必須下一番苦功夫牢牢抓穩(wěn)考綱詞匯；而語篇解讀能力更需要在教師在平時(shí)的閱讀教學(xué)中，針對不同的文體引導(dǎo)學(xué)生多角度解讀，培養(yǎng)他們的思維品質(zhì)。本次公開課的主題為完形填空，筆者從語篇分析出發(fā)對2019年江蘇生高考真題進(jìn)行了解讀，完形填空特別需要學(xué)生弄清楚語篇的行文邏輯，因此本節(jié)課的重心在于完形語篇里的銜接意識。</h3><br><h3>教學(xué)目標(biāo)</h3><h3>By the end of the class ，students will be able to </h3><br><h3>1.recognize cohesion in form(vocabulary and logical words ) in a cloze reading test.</h3><h3>2.emphasize cohesion in content (topic, structure and logic)in a cloze reading test.</h3><h3>3.raise awareness of wildlife protection in the world.</h3><br><h3>教學(xué)過程</h3><h3><strong>Step 1:</strong></h3><h3>課堂引入環(huán)節(jié)(Lead in)，采用了著名作家狄更斯的小說《雙城記》里的經(jīng)典片段，這段話的特色在于狄更斯用反義詞匯的銜接，短短幾行文字生動描繪了一個矛盾的世界。</h3> <h3>設(shè)計(jì)意圖：學(xué)生通過自己的感悟，補(bǔ)全這段經(jīng)典文字，這個過程中他們需要關(guān)注詞匯銜接。</h3></br> <h3><strong>Step 2:</strong><br></br></h3></br><h3>該環(huán)節(jié)從文學(xué)片段過渡到真題感悟，筆者查找了近五年的完形填空真題,并挑選出了詞匯銜接的案例，要求學(xué)生課前練習(xí)，課上從銜接的角度進(jìn)行解答。</h3></br><h3>詞匯銜接：??</h3></br><h3>1.Hearing my story , many students followed with their own ____of heads ,arms ,fingers stuck in places they shouldn't be. A few minutes later ,they came back ,test tube unbroken and finger returning to a lovely shade of pink. (2018浙江11月)</h3></br><h3>A. finds? ? ? ? ? ?B. conclusions??</h3></br><h3>C. stories? ? ? ? D. news</h3></br><h3>2.News about our? ? 4? ??was appealing to me .He was an international grand master,which means I would be learning from one of the game's?? ?6? ?. I could hardly wait to meet him. (2018課標(biāo)全國卷)</h3></br><h3>4.? A. title? ? ? ? ? ?B. competitor?</h3></br><h3>? ? ?C. textbook? ?D. instructor</h3></br><h3>6.? A. fastest? ? ? ?B. easiest??</h3></br><h3>? ? ?C. best? ? ? ? ? ?D. rarest</h3></br><h3>邏輯詞銜接：</h3></br><h3>1.What brought this astonishing change in me ? The desert hadn't changed,_______I had.I had changed my attitude.(2016浙江)</h3></br><h3>A. as? ? ?? B. but? ? ? C. for? ? ? D. or</h3></br><h3>2.The books are in every language — new books，ancient books，________? a book on the history of Iraq that is seven hundred years old.(2017浙江)</h3></br><h3>A. then? ?B. still? ?C. even? ?D. rather?</h3></br><h3>3.Looking around ,he continued ,“Cathy has inspired us with her will and enthusiasm .______skills and talents bring great success，the most valuable asset(財(cái)產(chǎn)) one can hold is the heart.（2016天津)</h3></br><h3>A .Although? ? ? ?B. Since?</h3></br><h3>C. Once? ? ? ? ? ? ? D. Because</h3></br><h3>4.The professor was deaf and any talking was prohibited . I soon realized that the silence was not unpleasant ._____, if there had been any talking ,it would have caused us to learn less. (2017全國卷)</h3></br><h3>A. Lastly? ? ? ? ? ? ? B. Thus? ?</h3></br><h3>C. Instead? ? ? ? ? ?D. However</h3></br><h3>設(shè)計(jì)意圖：引導(dǎo)學(xué)生在真題中感悟銜接，尤其是詞匯（近義詞，反義詞，復(fù)現(xiàn)詞)以及邏輯詞匯（轉(zhuǎn)折，遞進(jìn)，讓步，對比等等）這兩處比較明顯的銜接。</h3></br> <h3><strong>Step3:</strong></h3></br><h3>該環(huán)節(jié)，筆者在幻燈片以及板書里呈現(xiàn)了本節(jié)課要闡述的第一種銜接，形式銜接（詞匯與邏輯詞),但這種題型的在真題中占比例不大，因此帶領(lǐng)學(xué)生進(jìn)入本節(jié)課的重點(diǎn),語篇內(nèi)容銜接，即文章大意，語篇結(jié)構(gòu)，以及文本的行文邏輯。正式分析江蘇卷完形填空之前，設(shè)計(jì)了以下的活動：</h3></br><h3>He _________this question while we sit in his office overlooking the yard.?</h3></br><h3>A. reads? ? ? ? B. considers? ? ? ?C. admits?? ? ? ?D. asks</h3></br><h3>The yard has gone into a state of ____________in recent years .</h3></br><h3>A. decline? ? ? ? ? B. peace??</h3></br><h3>C. boom? ? ? ? ? ? D. repair</h3></br><h3>設(shè)計(jì)意圖：要求學(xué)生課上選擇最佳答案，為下一個練習(xí)埋下伏筆。此環(huán)節(jié)中，學(xué)生們確實(shí)做出了各種選擇，并進(jìn)行了激烈的討論，事實(shí)上，這里并沒有固定答案。</h3></br> <h3><strong>Step 4</strong><br></br></h3></br><h3>把剛剛兩句話的原語境搬入課堂，讓大家再一次進(jìn)行選擇。</h3></br><h3>2018浙江金麗衢聯(lián)考</h3></br><h3>Para1-----I ask my grandpa what it feels like to grow old.He _______this question while we sit in his office overlooking the yard ,where an empty bird feeder swings lifelessly from a tree branch.The yard has gone into a state of _______in recent years .Grandpa no longer possesses the energy to maintain its once glory.</h3></br><h3>設(shè)計(jì)意圖：學(xué)生在這個練習(xí)片段中，發(fā)現(xiàn)了老師的本意，即讓他們關(guān)注完形填空的語境和行文邏輯，要求他們完形填空要特別在意文中的邏輯，而并非簡單的詞匯搭配。</h3></br> <h3><strong>Step 5：</strong><br></br></h3></br><h3>2019年江蘇高考真題分析，這是一篇夾續(xù)夾議的文章，呼吁人類關(guān)注野生動物保護(hù)。筆者要求學(xué)生課前完成，課上從形式銜接和內(nèi)容銜接兩個角度，帶領(lǐng)大家分析語篇，并對錯誤較高的題目進(jìn)行詳細(xì)解答（錯誤比例提前讀卡統(tǒng)計(jì)),分析步驟如下：</h3></br><h3>探討文章大意，邀請學(xué)生進(jìn)行總結(jié)? （引導(dǎo)他們拿到題目，先整體感知語篇內(nèi)容)。</h3></br><h3>從內(nèi)容銜接的角度，逐段分析答案與文章已知信息的銜接，引導(dǎo)學(xué)生關(guān)注語境與行文邏輯。例如：</h3></br> <h3>設(shè)計(jì)意圖：對完形填空的分析從語篇到段落再到具體的每一句話。要求學(xué)生關(guān)注行文邏輯，該環(huán)節(jié)主要由學(xué)生解讀正確答案背后的思路，教師通過設(shè)問的方式，引導(dǎo)學(xué)生從內(nèi)容銜接的角度進(jìn)行分析，避免簡單的翻譯作答。該環(huán)節(jié)進(jìn)展過程中，師生一起擬出了文章結(jié)構(gòu)圖，即phenomenon---typical example ---solution---reminding ---advice.</h3></br> <h3><strong>Step 6：</strong><br></br></h3></br><h3>對語篇的主題進(jìn)行總結(jié)，學(xué)生自由討論自己的收獲，呼吁大家用心去保護(hù)野生動物。</h3></br><h3>學(xué)生版</h3></br> <h3>課件展示</h3></br> <h3>個人簡介</h3></br> <h3><strong>毛緒斌，</strong>瑞安市新紀(jì)元高中英語教師，任教10年，曾獲得瑞安市優(yōu)質(zhì)課一等獎，瑞安市教壇新秀，以及劍橋英語教學(xué)能力證書（TKT）。</h3> <h3><font color="#010101"><a href="https://mp.weixin.qq.com/s/yNWWNMdjC18BvpU1kjAN6A">查看原文</a> 原文轉(zhuǎn)載自微信公眾號,著作權(quán)歸作者所有</font></h3>